Written Assessments: Evidence of Professional Learning

Stephanie Prestage; Patricia Perks; J Williams

Written Assessments: Evidence of Professional Learning

Stephanie Prestage, Patricia Perks, J Williams

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

Written assignments are an expected part of any pre-service professional training for teachers, but do such assignments offer evidence for appropriate professional learning? This paper discusses one assignment, a case study of target setting for an individual pupil, from one cohort of 37 students on a Post-Graduate Certificate of Education course. The analysis of the scripts considers evidence for learner-knowledge, practical wisdom and professional traditions, and any interactions between these from student reflections to identify opportunities for professional learning and a developing teacher-knowledge of assessment in mathematics.

Original language	English
Title of host publication	BSRLM Proceedings
Pages	49-54
Number of pages	6
Volume	23 (3)
Publication status	Published - 12 Jun 2003
Event	British Society for Research into Learning Mathematics, Nov 2003 - Birmingham, United Kingdom Duration: 1 Nov 2003 → …

Conference

Conference	British Society for Research into Learning Mathematics, Nov 2003
Country/Territory	United Kingdom
City	Birmingham
Period	1/11/03 → …

Cite this

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title = "Written Assessments: Evidence of Professional Learning",

abstract = "Written assignments are an expected part of any pre-service professional training for teachers, but do such assignments offer evidence for appropriate professional learning? This paper discusses one assignment, a case study of target setting for an individual pupil, from one cohort of 37 students on a Post-Graduate Certificate of Education course. The analysis of the scripts considers evidence for learner-knowledge, practical wisdom and professional traditions, and any interactions between these from student reflections to identify opportunities for professional learning and a developing teacher-knowledge of assessment in mathematics.",

author = "Stephanie Prestage and Patricia Perks and J Williams",

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AU - Williams, J

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AB - Written assignments are an expected part of any pre-service professional training for teachers, but do such assignments offer evidence for appropriate professional learning? This paper discusses one assignment, a case study of target setting for an individual pupil, from one cohort of 37 students on a Post-Graduate Certificate of Education course. The analysis of the scripts considers evidence for learner-knowledge, practical wisdom and professional traditions, and any interactions between these from student reflections to identify opportunities for professional learning and a developing teacher-knowledge of assessment in mathematics.

M3 - Conference contribution

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SP - 49

EP - 54

BT - BSRLM Proceedings

T2 - British Society for Research into Learning Mathematics, Nov 2003

Y2 - 1 November 2003

ER -

Written Assessments: Evidence of Professional Learning

Abstract

Conference

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Cite this